Evaluative Judgments Research Articles

Social media for learning: A qualitative exploration of the factors that impact clinical learners' attitudes and intentions.

Social media has created a revolution in learning and teaching. This study set out to provide a theory-informed exploration of the factors influencing medical students' perspectives of learning with social media using the theory of planned behaviour (TPB) as a framework. The study collected data using semi-structured interviews from seven third year medical students at an undergraduate Australian medical school, who were in their first clinical year. The data were analysed inductively and deductively using TPB. Three themes emerged relating to the factors that influence medical students' attitudes and intentions regarding using social media for learning: (1) Social media aligns with the needs and preferences of the contemporary learner; (2) rise of medical professionals on social media during the COVID-19 pandemic; and (3) being an informed user of social media for learning. Participants had largely positive views and attitudes towards social media as a learning tool especially for preclinical content due to its capacity for multimodal information delivery and evolving social norms. However, this positivity was tempered by the challenges they faced in determining quality of resources, linking their learning to clinical medicine and accessing specialist content. Social media can play a significant role in medical students' learning. However, its potential as an educational tool can be enhanced by widening access to resources, and implementing strategies that help students increase their evaluative judgement skills to make informed decisions regarding the quality of social media resources and to translate their social media-mediated learning into clinical practice.

Signature Dynamics of Development in Second Language Sociolinguistic Competence: Evidence From an Intensive Microlongitudinal Study

AbstractThis study is the first to explore microdevelopment in sociolinguistic evaluative judgments of standard German and Austro‐Bavarian dialect by adult second language learners of German by using dense time serial measurements. Intensive longitudinal data (10 observations per participant) were collected from four learners at approximately weekly intervals over 3 months. We employed generalized additive models with superimposed periods of significant change to identify rapid developmental phases in individual developmental trajectories. By triangulating these models with qualitative introspective and retrodictive interview data, we identified environmental and psychological stimuli for change. Learners evinced increasing and decreasing periods of significant change, independent of length of residence. Dynamic constellations of identity‐ and agency‐related variables alongside more intensive social interaction with target‐variety speakers contributed to significant changes. We discuss findings from a complexity perspective and advocate for microlongitudinal studies in variationist second language acquisition to better capture stimuli for change in learners’ emerging multivarietal repertoires.

Decision‐making analysis in post‐fire and explosion aftermath assessment tool: A fuzzy cognitive mapping approach

AbstractThis assessment tool was created to generate a decision‐making support system and assessment approach for a post‐fire (aftermath) and blast explosion impact. It uses a multidecision analysis neural network. Multidecision analysis is very crucial as the judgment of the assessment relies not only on engineering input but also on many contributing factors, such as lead time for replacement. This article outlines the framework for post‐incident explosion and fire‐damaged assessment using evaluation acceptance criteria and judgment that streamlines the process. Grounded theory (GT) and fuzzy cognitive mapping (FCM) techniques are presented and evaluated. Overall, this study aims to develop how the project organizations can ensure safety and asset integrity decision‐making by identifying hindrances and later developing a multicriteria analysis framework for the post‐incident assessment phase of implementation.

Improvement in the quality of feedback as an indication of the development of evaluative judgement

Evaluative judgement is the ability to understand what constitutes the quality of a performance or product and to apply this understanding in the evaluation of one’s own or another’s task. It is, therefore, a key element in the development of learning to learn competences linked to professionalism. Experiences that explicitly encourage it in university studies are therefore essential. Peer feedback strategies could be one way of developing it. This paper presents the results of an intervention, based on a didactic sequence that included a peer assessment process, carried out in three courses with an iterative task of two feedback loops. A total of 1173 comments from 114 students were collected and analysed under a triple categorisation. A classification of peer comments is presented, which can be used and transferred to other work aiming at a similar analysis. From the first loop to the second, a higher percentage of comments classified as positive corrective feedback is observed, and an improvement in the quality of comments in all courses. In addition, the quality of comments differs greatly according to the type of assessment criteria. These results are discussed, outlining strategies for future designs.

Co-création apprenants-éducateurs : un argument en faveur de l’amélioration de l’évaluation authentique dans la formation en soins infirmiers

Authentic assessments support learner needs and meaningful learning by requiring students to use knowledge in a way that develops their competence to solve problems in professional contexts. Improved integration of authentic assessment in nursing education is needed to better prepare learners for practice. The focus of this critical discussion paper is on 1) improving existing definitions of authentic assessment, and 2) arguing that learner-educator co-creation is a strategy for improving authenticity. We advocate for including the following as essential elements of authenticity in nursing assessments; (1) realistic context or tasks; (2) cognitive complexity and appropriate challenge; (3) inclusion of strategies to promote evaluative judgement; and (4) degree of collaboration. Then we illustrate how co-creation improves each of these elements of authenticity, which has not been previously done in the literature. Combining authentic assessment with co-creation is argued to promote meaningful, inclusive, and caring learner-educator relationships that have a lasting impact on learner empowerment and readiness for nursing practice. Arguments in this paper are situated in a nursing context but drawn from multi-disciplinary literature. Readers are encouraged to consider how the value of combining co-creation and authentic assessment may be transferrable to other learning contexts.

Deep Learning (Fast R-CNN)-Based Evaluation of Rail Surface Defects

In current railway rails, trains are propelled by the rolling contact between iron wheels and iron rails, and the high frequency of train repetition on rails results in a significant load exertion on a very small area where the wheel and rail come into contact. Furthermore, a contact stress beyond the allowable stress of the rail may lead to cracks due to plastic deformation. The railway rail, which is the primary contact surface between the wheel and the rail, is prone to rolling contact fatigue cracks. Therefore, a thorough inspection and diagnosis of the condition of the cracks is necessary to prevent fracture. The Detailed Guideline on the Performance Evaluation of Track Facilities in South Korea specifies the detailed requirements for the methods and procedures for conducting track performance evaluations. However, diagnosing rail surface damage and determining the severity solely rely on visual inspection, which depends on the qualitative evaluation and subjective judgment of the inspector. Against this backdrop, rail surface defect detection was investigated using Fast R-CNN in this study. To test the feasibility of the model, we constructed a dataset of rail surface defect images. Through field investigation, 1300 images of rail surface defects were obtained. Aged rails collected from the field were processed, and 1300 images of internal defects were generated through SEM testing; therefore, a total of 1300 pieces of learning data were constructed. The detection results indicated that the mean average precision was 94.9%. The Fast R-CNN exhibited high efficiency in detecting rail surface defects, and it demonstrated a superior recognition performance compared with other algorithms.

Judgments of taste as strategic moves in a coordination game

ABSTRACT Recent work on evaluative discourse and judgements of personal taste in particular has focused on active interpersonal disagreements. I explore the communicative import of judgements of taste: why we issue them, why we sometimes get involved in disputes about taste, and what acceptance or rejection of such judgements consists of. The view developed here – that the core use of such judgements lies in seeking to align our attitudes in view of a shared project – makes it plausible that the use of a sentence of the form ‘a is F’ (where F is a predicate of taste) semantically expresses the simple, semantically articulated proposition that a is F, is subject to an unrelativized truth predicate and not enriched by personal standards or perspectives. Our model shows that personal standards or perspectives are, contrary to a widely shared assumption in the debate, not the entities or objects that require coordination. What is shared among interlocutors are projects that require the coordination of the participant’s strategic choices. The semantically articulated proposition functions as a focal point, proposed by the speaker, for coordinating their choices.

‘Just The Facts’: Thick Concepts and Hermeneutical Misfit

Abstract Oppressive ideology regularly misrepresents features of structural injustice as normal or appropriate. I argue that resisting such injustice therefore requires critical examination of the evaluative judgments encoded in shared concepts. I diagnose a mechanism of ideological misevaluation, which I call hermeneutical misfit. Hermeneutical misfit occurs when thick concepts, or concepts which both describe and evaluate, mobilise ideologically warped evaluative judgments which do not fit the facts (e.g. slutty). These ill-fitted thick concepts in turn are regularly deployed as if they merely describe (hence ‘just the facts’). I argue that, via this descriptive masquerade, ill-fitted thick concepts smuggle in warped evaluative judgments alongside apparently value-neutral ‘mere facts’, a process which both reinforces those judgments and increases the difficulty of critique. I suggest that, to resist this process, we should develop collective consciousness and articulate ‘meta-hermeneutical resources,’ or thick concepts which encode critique of other, ill-fitted concepts (e.g. slut-shaming).

Crisis, what crisis? Real impairments and absences in the ecosystems of higher education

AbstractAre the many crises of higher education real, or are they in the eye of the beholder? They are evidently something of both: The crises to which we are characteristically alerted are manifestations in the real of the world and indicate much about our scholars' perceptions and even their values. To say this, however, invites the question: can we sort the wheat from the chaff? Might there be a way of validating any effort to identify a crisis that lies in the world, independently of claims made about it? There is straightaway a fundamental difficulty after all; namely, that the very concept of crisis is fact and value, both pointing to a phenomenon in the world and making a judgement about it. It seems then that, in the language of crisis, we may be conflating ontology with epistemology and ethics. When we hear talk of crisis, we may be being told more about the claim‐maker than the feature of the world that is in question. However, I suggest that, if we deploy the artifice of ecosystem, and so adopt an ecological approach to the matter, we can move on two planes at once: We can point to phenomena of crises in higher education that are in the world and that also warrant our evaluative judgements of them.

Revisiting the relationships between leadership and job satisfaction

AbstractMost studies in management and leadership argue that employees' job satisfaction is higher when they have a competent leader who provides social support and expects high performance. However, based on research on job attitudes, we could also draw very different conclusions, such that employees observe and judge their leaders from different attitudinal viewpoints, depending on whether they are satisfied or dissatisfied with their jobs. This study explicitly investigates whether job satisfaction functions as an antecedent or an outcome of employees' experiences of leader behavior. Utilizing a cross‐lagged panel design with two data‐collection points, we analyzed a sample of 638 individuals working across 34 organizations in Finland. Our findings underscore that the positive associations between employees' job satisfaction and favorable perceptions of leaders' behavior are primarily driven by job satisfaction itself. In light of these results, we introduce the “Job Attitude–Interpretation Model of Leader Perceptions,” offering valuable insights into how job satisfaction acts as an attitudinal lens that biases employees' evaluative judgments about their leaders.

Connotative aspects of epistemological beliefs

Various studies have shown that epistemological beliefs affect personal learning and teaching performances. Therefore, epistemological beliefs have become an attractive object of research with different methods of survey. A distinction can be made between denotative and connotative aspects of beliefs, the former being reflected upon, explicit beliefs, whereas the latter being associative and evaluative judgements on (in our case: mathematical) epistemological beliefs. The present study used the instrument Connotative Aspects of Epistemological Beliefs by Stahl and Bromme to collect data from university students in mathematics in the years of 2017, 2018 and 2019. The pseudo-longitudinal data analysis showed 1. that students hold different connotative beliefs regarding the two domains “mathematics at university” and “mathematics at school” regardless their study progress, 2. that the beliefs remain relatively stable within the domains overtime and 3. that – considering the different mathematical programmes of study (e.g., pre-service teachers vs. mathematics majors) – the students’ connotative beliefs mainly differ regarding beliefs about the simplicity of mathematical knowledge at school.

Book Review: Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work

In the current landscape marked by the emergence of Generative Artificial Intelligence (GenAI), our educational methods and assessment strategies are confronting unprecedented challenges. A prevailing worry centers on the possible erosion of a vital educational endeavor – the cultivation of evaluative judgment. This concern stands out as one of the most significant issues in contemporary education, as the insufficiency of students’ ‘capability to make decisions about the quality of work of self and others’ (Tai et al., 2018, p.471). To elucidate the concept of evaluative judgment, this volume, edited by Boud and colleagues, stands as the inaugural work exclusively centered on the theory and practices pertaining to this subject. The book is structured into four sections, including ‘conceptualising evaluative judgement’, ‘alternative theoretical perspectives on evaluative judgement’, ‘approaches to developing evaluative judgement’, and ‘evaluative judgement for practice and work’.

Evaluative judgement in practice education: How does the ability to judge the quality of work impact placement performance?

Occupational therapy students need to be ready to work autonomously in a range of environments as soon as they complete their degree. Practice education experiences are considered key to students developing the competencies that autonomous work requires. To function autonomously in practice environments, it is argued that practitioners need to be able to judge the quality of their own work and the work of others. This is referred to as evaluative judgement. However, there is limited empirical literature relating to evaluative judgement and even less exploring the concept within occupational therapy. This study used qualitative methods, seeking to understand the evaluative judgements of clinical practice made by third- and fourth-year occupational therapy students during practice education. Twenty-one interviews were conducted with third- (n = 10) and fourth-year occupational therapy students (n = 1), university support staff supporting practice education (n = 4), and practice education supervisors (n = 5) at one Australian university. Practice education grades and documentation were also used as data. Data were analysed thematically, and two themes, each with three sub-themes, were identified: students coming to understand expected standards, with the following sub-themes: students attuning to cues, cues that inform supervisors about students' meeting the standards, and barriers and frustrations to understanding standards; and practising and developing evaluative judgement, with the following sub-themes: making comparisons, acting on feedback, and reflective practice. Practice education experiences provide many context-specific opportunities for students to develop their evaluative judgement. Students may be supported to come to know what quality work looks like by offering scaffolded opportunities to develop evaluative judgement in university and practice education settings.

Forming pre-service English language teachers’ competence in critical reading through authentic short stories

The article is devoted to the problem of developing critical reading competence and critical thinking skills of pre-service English language teachers by means of interactive teaching on the material of authentic short stories. The phenomenon of critical thinking is considered thoroughly, its definition is given, and its features are described. Critical thinking is defined as the process of using cognitive techniques and strategies with the purpose of skilful and active understanding and evaluation of observations, communication, information, and argumentation that increase the probability of obtaining the desired final result. The critical thinking skills are outlined, as well as the stages of their formation in correlation with the stages of interactive foreign language teaching. The definitions of critical reading and critical reading competence are worked out. It is established that critical reading is a process of reading which presupposes the use of reflection with the purpose of content evaluation and reasonable judgments in relation to it. Critical reading competence is defined as a person’s ability to read authentic texts of various genres with full understanding, analysis, and evaluation of their content; which is based on relevant abilities, skills, knowledge, and communication skills, in order to respond intelligently and adequately to what is read. The potential of using authentic short stories to develop critical reading competence of pre-service English language teachers has been explored. The difficulties of forming critical reading competence on the material of authentic short stories are considered. The methodology of teaching critical reading on the material of authentic short stories to pre-service English language teachers is suggested: the stages of developing critical reading skills are distinguished and described; the strategies and techniques of teaching critical reading on the material of authentic short stories with interactive method are presented.

New Natural Law, Derivationist Natural Law, and Evolutionary Debunking

Evolutionary debunking arguments attempt to show from the fact of evolution either that there are no evaluative truths existing independently of our evaluative judgments or that we lack knowledge of such truths. In this paper, I consider whether Sharon Street’s influential evolutionary debunking argument threatens natural law theory. I argue that new natural law theory is vulnerable to her argument but that derivationist versions of natural law theory (sometimes referred to as “traditional” or “old” natural law) have the resources to mount a defense. I show that new natural law theory’s account of how we know the precepts of natural law leaves the theory open to Street’s attack. I also show that derivationist natural law theory’s account—on which the precepts of natural law can be derived from facts about human nature and human fulfillment—gives deriviationists what they need for a defense.

«Letters from Chernihiv Region» by I.L. Shrag as a source for the history of the zemstvo liberal movement in the North of the Left-Bank Ukraine (80s of the 19th century)

The article analyzes the public epistolary of the well-known representative of the Zemstvo liberal party of the Northern Left Bank – Ilya LudvigovichShrag. The author comes to the conclusion that «Letters from the Chernihiv region» by I. Shrag is a unique and important source from the history of the Zemstvo liberal movement in the north of Left Bank Ukraine in the 80s of the XIX century, which very eloquently testifies to the ideological and political imperatives of the opposition aristocratic front of the region. In the public epistolary of Ilya Ludvigovych, which was published on the pages of the famous Ukrainian almanac Pravda, a panorama of social life in the Chernihiv province during the Counter-Reforms of Emperor Alexander III is presented, as well as the evaluation judgments and characteristics of the famous liberal regarding the general atmosphere of changes that took place in the Russian Empire at this time. period. In his letters, I. Shrag very eloquently characterized the historical genesis of the reign of Emperor Alexander III, which, according to the actor, was directly connected with the history of the Great Moscow State; presented albeit subjective, but very vivid characteristics to the ruling persons of the Chernihiv province at that time from the circle of reactionary politicians, in particular the Chernihiv governor –O.Anastasyev, emphasizing the demoralizing role of such officials in the life of the province; in sufficient detail, using specific examples, highlighted the reasons for the fundamental and irreconcilable conflict between the members of the Zemstvo liberal party of northern Ukraine and the conservative bureaucracy and the administration of the governor; as a professional lawyer, I. Shrag carried out a legal analysis of the basic counter-reforms of Alexander III – Zemstvo, judicial and city, rightly pointing out the great degradation of the country and society, which these legislative acts caused.

ИННОВАЦИОННЫЕ ПУТИ СОЗДАНИЯ «ОБЛАЧНОЙ МОДЕЛИ» РАБОЧИХ ДАННЫХ УПРАВЛЕНИЯ СТУДЕНТАМИ УНИВЕРСИТЕТОВ

In the context of the rapid development of economic globalization and the high integration of social informatization, opportunities and problems coexist in the high-quality development of universities. During the critical window of transformation and modernization, by establishing data-based thinking, using data analysis, data evaluation and data judgment, as well as using the invisible wings of Big data+, it is possible to create effective, accurate and integrated student management using data from the cloud model of work. Keywords

Revisiting the Cultural and Linguistic Causality of Technogenic Stereotypes

The object of the study is fragments of lay discourse about artificial intelligence and new technologies that express antipathy. The subject of the study is evaluative and emotional judgments about technologies and forms of their linguistic objectification, rooted in the discourse as a product of linguaculture. The authors consider the issue of pessimistic perception of technological progress in Western society. A productive way to study this issue is the stereotype as a cognitive-linguistic phenomenon. It was accepted that stereotypes play a special role in representing general features of national, social and other human character traits. The authors conclude that one of the main functions of the stereotype is its orienting function, which has influence on the components of the human being’s personality. The authors used such scientific methods as: introspection, comparison, analysis of dictionary definitions, descriptive-interpretative method, interpretation of discourse. This methods, in combination with text markup techniques, made it possible to identify fragments of discourse that were significant for analysis. The research was based on the English language texts from The Guardian and The New York Times news aggregators, on materials from MIT Technology Review and Neuroscience News magazines. The authors conclude that technogenic stereotypes in English discourse have a mythological basis in the form of religious motives and specific linguacultural images. This contrasts with the rational-critical view of information technology innovation. Intermediate findings include the conclusion about the role of media, social networks, which are the key actor of the discourse of hype about technological expansion. The novelty of the study lies in the fact that a new area of public discussion has been allocated, which is considered in the light of data on the orienting function of the stereotype, which requires academic reflection by specialists from different fields.

Correlation of evaluativeness, expressiveness and emotionality

The linguistic category of evaluation is a reflection of the logical category of evaluation, which expresses the subject's attitude to some object or phenomenon. The category of evaluation has points of contact with such phenomena as comparison, as in the evaluative act there is always a correlation with a certain standard, and modality, which, like evaluation, contains such elements as objectivity, subjectivity, and attitude. The distinctive features of the two mentioned categories from the category of evaluation are the absence of an axiological conclusion in the comparison and the limitation of the expression of modality to the level of the sentence, while evaluation can be expressed by elements of all linguistic levels. The obligatory elements of the evaluation frame are the subject, object and basis of evaluation. In literary texts, the source of all evaluative judgements is the author, who can put them into the mouth of the observer, narrator or characters. The object can be any element of reality, but most often people’s actions and qualities are subject to evaluation. Depending on the basis, there are axiological, intellectual, emotional, etc. evaluations. Although there is a notion of subjective and objective evaluation, we can only speak of relative objectivity. In connection with this criterion, we distinguish between evaluation in the narrow sense, associated with the subjective opposition between good and bad, and in the broad sense, where the object is correlated with the norms accepted in society. The evaluative semantics is revealed most fully by means of lexical-phraseological and syntactic levels. Lexical evaluative predicates are divided into general evaluative predicates, in which the evaluative meaning constitutes the denotation, and particular evaluative predicates, where the evaluative component of the meaning is included in its connotation along with expressive and emotional components. In most cases, these three components are co-present in a word, on the basis of which many linguists do not distinguish between evaluativeness, emotionality and expressiveness. However, there are differences: expressivity consists in the purposeful influence on the listener by increasing the impressive power of the utterance without changing the semantics of the unit, emotionality expresses the subject’s own impressions, while the evaluative component is associated with the reflection of the measure of conformity of the object to a standard in some quality.

Писатель и критика русского зарубежья: Георгий Адамович в истории романа Алексея Ремизова «Учитель музыки»

The article considers a significant aspect of the history of literature, namely the communication between a writer and a critic. The author describes the literary relationships of two well-known figures from Russian abroad, A. Remizov and G. Adamovich, as a long-term dialogue that reveals discussion on different literature problems. While Adamovich’s critical feedback about Remizov’s literary person has long entered scientific circulation, Remizov’s position towards the evaluative judgments of the representative of the so-called “middle generation” of emigration appeared only in his letters to N.V. Kodryanskaya. The article reconstructs the literary context of Remizov’s communication with Adamovich and reveals its motivations. Based on previously unknown epistolary documents and Adamovich’s publications, forgotten in the pages of the emigrant periodicals, the article analyzes the subtext layer of the stories of the early 1930s that formed the core of the novel Music Teacher. The research outcomes significantly contribute to the history of Remizov’s novel and the commentary in some chapters.